1. The Critical Reading
Brooke,
Leona,
and Daisy

2. Subject Outline
The study should emphasise students’ development of analysis and ability to recognise the author’s role and intentions in constructing the text.
They compare texts to increase their understanding of the craft of the author.
Reflection on similarity and difference increases awareness of the text in its context.

3. A wide range of text types have been covered across the exam in the past decade.
Not since 2005 has a pair of texts been of the same text type. (Thumbs, IPods persuasive newspaper articles)

4. Assessor’s Report 2014 Both texts proved accessible.
While an obituary may not have been a familiar text type, a grasp of the purpose and intended audience was demonstrated.
Strengths:
clear focus
close textual references
structured around comparison
correct metalanguage
clear examples

5. Best Responses Careful time management.
Paragraphs planned, organised, clear and cohesive.
Answers expressed in their own words.
Supported with fluently embedded quotations.
An awareness of intended audience.
Answers structured around comparison where similarities and differences were the driving feature.

6. Time Management Allocate appropriate time.
Divide according to recommended length (in brackets).
Avoid repeating information.
The critical reading does not have to be done last.

7. Structure Follow a logical order. Clear topic sentences.
Provide relevant supporting detail.
Use connectives to form links between points and paragraphs.
Analysis of techniques with accurate metalanguage, examples and exploration.
Technique.
Example.
Reflection.

8. Integration
Integrate the comparison of stylistic features used across texts and their effect.
Compare similarities and differences.
Compare the ways authors use the same stylistic feature.
Use connectives to highlight comparison.
Do not discuss authors in separate paragraphs.

9. Quoting Fluently embedded into the line of reasoning.
Explain the relevance of quotes.
Short, pithy quotes are often better.
Do not over quote.
Do not let quotes dictate the answer.

10. Question A
What characteristics of the three subjects stand out to the two authors of these obituaries? (one or two paragraphs)
Allowed students to explore the content of the texts.
This question asks students to demonstrate their comprehension of the way the subjects are presented in the texts; in effect an exploration of ‘characterisation’.
(Daisy is a dog…)

11. Question B
What lessons about life does Ann Wroe use her obituary to present? (one or two paragraphs)
What is implied in Wroe’s text and how her reflections on Astor and Helmsley provide broader life lessons.
Range of life lessons:
People are remembered for their character rather than how much wealth they possess.
Money does not bring happiness.
Death is a universal leveller.

12. Question C
Compare the ways in which the authors of both texts position the reader to respond to their subjects. (three or more paragraphs)
Comparison was key and some popular devices explored were:
Reader positioning
Tone
Structure
Anecdotes
Imagery
Contrast
Endings

13. So… Read, explore, and unpack a range of text types.
Familiar with different textual conventions.
Clear focus when writing.
Clear examples and close textual references.
Structured around comparison (if more than one text).
Correct metalanguage.
Explain the effect of the devices discussed.